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Graduate Program Council

November 20, 2012


Present: Julie Ernst, Bob Lloyd, Mike Raschick, Diane Raushenfels, Faith Loven (phoned in comments), Fay Maas (ex offcio)

Grad Program Proposal: Community College Teaching Program

Joyce gave an overview of the program. Outlined a rationale for the program. It's a new certificate program so there was no previous numbers to estimate enrollment. Depts of Geology, Chemistry and Biology all expressed interest; approximately 15 students per year for those three combined. So about 15 may be interested per year.

 

  • Courses are slash classes because department is looking to meet enrollment caps; usually at about 6 so these students would join the existing class.
  • Because courses are 4xxx/5xxx slash courses it can be a required course for the undergrads. Undergraduates being required to take the course is not an issue because it is a slash course not a 5xxx level course.  The graduate students in the courses have additional requirements. 
  • At some point Education would like to have these courses as electives for their respective majors.
  • Rationale: data from Dept of Education shows need for educators for stem courses; teacher shortage in general and a female teacher shortage specifically.  This program would enhance the hire-ability of students. Many individuals get into teaching positions with provisional licenses. This certificate would enable them to take 2-3 additional semesters of courses to prepare for MN licensure.
  • How many more courses would be required of graduate students to take the course? One extra class per semester for graduate students.
  • How will current grad student pay for the course? With tuition banding there will be no additional costs to students. Access funding currently pays for all but one of the courses so there will only one more course as a cost to CEHSP.
  • A question arose about whether this would be a post bac certification or collegiate certification. Joyce indicated that it would not be post bac but was unsure of the distinction. Joyce noted that she would contact Tim Holst to learn more about the distinction between the two.

 

EdSe 3204 to 4204---submit to AAC for undergraduate approval

EdSe 5204

  • #11- Do you want all of these components listed in the course schedule? This question is asking whether students need to sign up for more than one component (for example a lecture and a lab). If students will not need to sign up for more than one component, we’d suggest selecting only one. (see http://www.d.umn.edu/vcaa/semester_curric/curriculum/crse_comp.html )
  • #17 should be checked no, unless this course could be substitutable for another course.
  • #21 revise to focus on the curriculum of this particular course; less emphasis on the rationale for the program.
  • #25 the conceptual outline for both the 4xxx and 5xxx course. Indicate that the conceptual outline and topics are same for the 4xxx and 5xxx but there will be different outcomes and assessments for graduate students.  If grad students will be covering different topics, indicate that here.
  • #26 Indicated that the learning outcomes and assessment methods are only for graduate students. Break down 26A to delineate the Application of unique characteristics of adult learning theories to the Assessment Methods. Delineate how the assessments are graduate level (i.e., require higher order thinking skills such as evaluation, synthesis, analysis etc.).

 

Revise and resubmit

EdSe 5501

  • #11- indicate a component. This question is asking whether students need to sign up for more than one component (for example a lecture and a lab). If students will not need to sign up for more than one component, select only one. (see http://www.d.umn.edu/vcaa/semester_curric/curriculum/crse_comp.html )
  • #17 change to no.
  • #21 revise to focus on the curriculum of this particular course; less emphasis on the rationale for the program.
  • #25 the conceptual outline for both the 4xxx and 5xxx course. Indicate that the conceptual outline and topics are same for the 4xxx and 5xxx but there will be different outcomes and assessments for graduate students.  If grad students will be covering additional topics indicate that here.
  • #26 Indicated that the learning outcomes and assessment methods are only for graduate students.   Delineate the Application of unique characteristics of adult learning theories to the Assessment Methods.  Delineate how the assessments are graduate level (i.e., require higher order thinking skills such as evaluation, synthesis, analysis etc.).

 

Revise and resubmit

EdSe 5525

  • #11- indicate a component. This question is asking whether students need to sign up for more than one component (for example a lecture and a lab). If students will not need to sign up for more than one component, select only one. (see http://www.d.umn.edu/vcaa/semester_curric/curriculum/crse_comp.html )
  • #17 change to no.
  • #21 revise to focus on the curriculum of this particular course; less emphasis on the rationale for the program.
  • #25 the conceptual outline for both the 4xxx and 5xxx course. Indicate that the conceptual outline and topics are same for the 4xxx and 5xxx but there will be different outcomes and assessments for graduate students.  If grad students will be covering additional topics indicate that here.
  • #26 Indicated that the learning outcomes and assessment methods are only for graduate students.   Delineate the Application of unique characteristics of adult learning theories to the Assessment Methods.  Delineate how the assessments are graduate level (i.e., require higher order thinking skills such as evaluation, synthesis, analysis etc.).

 

Revise and resubmit

EdSe 5000

 

Accept with minor revisions